Theme3__SoTL_enseignementHybride_enLigne.ppt

Utile pour les formateurs, pour réussir sa formation et la présentation de cours.

1. Catalyzing Teaching:
The Scholarship of Teaching
and Learning(SoTL)
Regan A. R. Gurung
A Brief Introduction adapted from a talk
given at the 2006 American Psychological
Association.

2. The Study of Teaching
Teaching Research
–Action Research
Scholarly Teaching
–Informed teaching
Scholarship of Teaching and Learning
–bring to teaching the recognition and
reward afforded to other forms of
scholarly work.

3. Teacher-researchers raise questions
about what they think and observe
about their teaching and their
students' learning.
…, they also see student work as data
to analyze in order to examine the
teaching and learning that produced it"
Maclean & Mohr (1999).
The Basic Idea

4. Basic Definitions
Scholarly Teaching-Teaching that entails certain
practices of classroom assessment and evidence
gathering; teaching that is informed not only by the
latest ideas in the field but by current ideas about
teaching generally and specifically in the field; and
teaching that invites peer collaboration or review.
(Indiana University Bloomington SoTL tutorial).
Scholarship of Teaching-Work on teaching that
is public, is critically peer reviewed and evaluated,
and used and on by colleagues.

5. A Teaching Hierarchy: Where
are YOU?
SoTL
Going Through Motions
TEACHING
Scholarly Teaching

6. WHY Do SoTL?
Solve mysteries
Understand
Gain perspective
Inform the Public/Administration
CATALYZE your teaching
–Implicit indicator of teaching focus
–Involve students in their own learning

7. Getting Starting
What’s my question?
What’s been done?
–What’s missing?
Replicate or Innovate?
Design, Conduct, Assess.
Implement
Share

8. The Big
Picture
Check the
literature
Implement
(& Publish)
Ask the
Question
Design a study
Collect Data
Scrutinize
Teaching
and Learning

9. What Do I Focus On?
Someoneteaches Somethingto Someoneelse
Somewhere(Schwab, 1973)
Teacher
–Scrutinize your assignments
–Evaluate your interactions
Material
–Textbook evaluations
–Lesson study assessments
Students
–How do students study?
Context
PICK ONE OF THE ABOVE

10. Challenges -Definitions
What is good teaching?
What is learning?
–Exam scores
–Perceptions
–Applications

11. Major Measures
Learning
–Enjoyment
–Perceived learning
–Actual learning
Multiple choice
Essays
Teaching course evaluations

12. Research Design
Descriptive
Are students learning?
Correlational
What’s associated
with better learning?
Experimental
If I do X will
students learn better?
Qualitative Quantitative

13. Basic Design
Basic--------------------Assess

14. Up a Notch
notch
1
ActivityAssess Post
only
Basic------------------Assess

15. Up another notch: Pre-Post
Notch
2
Assess1ActivityAssess2 Pre-
Post
Notch
1
ActivityAssess1

16. Experiments
Gp1Assess1ActivityAssess2
Gp2Assess1XXXXAssess2
XXXXXAssess3
ActivityAssess3

17. Remember to check if:
You have measured correctly
(construct validity)
You have factored in all possible
influences (internal validity)
Generalizable (external validity)?
–SoTL does not subscribe to the same
rules….(see next slide)

18. The teaching and learning that happens in
our classrooms is often more qualitative
that quantitative.
When we study people inside their own
culture, we don’t try and generalize from a
large population. We don’t look for what is
replicable, reliable, or statistically valid.
Rather we look for what’s singular,
particular and unique.
(Chiseri-Strater & Sunstein, 2006, pp.21).

19. Challenges
–Time
–Coercion
–Observer effect
–‘Students as lab rats’
–Randomization

20. Teacher Research is Unique
It uses Naturally occurring groups
No random assignment
No comparison group
Use same test items over consecutive years
Use similar test items over time
Compare across different instructors
No random sampling
entire sample used
No pretest
Control key factors

21. What Do You Do With It?
Check the
literature
Implement
(& Publish)
Ask the
Question
Design a study
Collect Data
Scrutinize
Teaching
and Learning
Share it with
colleagues,
publish it, or
just use it to
teach better.

22. Sharing can be Informal: The KEEP Toolkit

23. Conclusions
Teacher
research/SoTL is
pragmatic
pedagogy
Scrutinizing your
teaching and
student learning
can be invigorating